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The eighth edition of this popular book supports the authors'belief that guidance is more than getting children to do what you want them to donow; it is helping them to become everything they can become for all of their tomorrows. The book provides an overview, followed by discussion of core concepts, strategies for applying those concepts, and, finally, the broader perspective of professionalism and human resource development.Its approach focuses on the need to consider a child's developmental level as well as family and cultural context when planning environments and activities for young children. Unlike others in the field, it offers concrete suggestions on how to guide children while they are involved in specific activities such as playing, eating, napping, etc.For teachers and parents of young children.
Table of Contents
Iprinciples of Guidance
Guiding Young Children - A Preview Guidance: What Is It?
And What It Is Not Overview of What's Ahead Why Study Guidance?
Many Factors Involved in Guidance Goals of Guidance: Cultural and Individual Variations
Approaching Guidance Developmentally
Approaching Guidance Positively Limits on Behavior Whose Problem Is It?
Professional Concern for High-Quality Guidance
Evaluation Observations How to Use This Book
Values as a Basis for Guidance
Values and Guidance Values - Basis of Decisions
Values and the Profession
Professional Values and Accreditation
Evaluation Ethics in the Profession Values
Into Action Reconciling Value Differences
The Courage of Teach
Knowing Children As a Basis for Guidance Developmentally
Appropriate Expectations Understanding Typical Patterns of Development
Knowing Individual Children Principles of Development
Speed of Development
Cognitive Development Child Development
Knowledge in Perspective Observation Documentation and Teacher as Researcher
Collaborating with Families of Young Children Developmentally Appropriate Practice
The Family Component Shifting Focus from Child to Family
Cross-Cultural Competence Laying the Groundwork
Philosophy and Goals of the Program Initiating Relationships
Meeting Families Building Relationships Visiting Families in Their Homes Readiness
The Child's First Impression of Your Program
The Role of Educators Helping Family Members Help Their Children Maintaining Relationships
Communicating with Families Dealing with Setbacks
Families as Teachers
Families as Policymakers Extending Relationships: Links with Community Resources
Preparing for What Comes Next Detecting and Reporting
Child Abuse Your Role as a Student in the Center
A Strength-Based Approach to Guidance What areHumanResources?
Table of Contents provided by Publisher. All Rights Reserved.